Expanding Instructional Leadership: How Elementary School Principals in Israel Ensure the Right Teachers are in the Right Places

Shaked, Haim

doi:10.1080/15700763.2022.2081215

Cited by 5 publications

(1 citation statement)

References 37 publications

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“…This denotes that instructional leaders usually emphasise and interpret the school vision of teaching and learning to all school stakeholders. This finding aligns with Shaked (2024), who claimed that effective instructional leadership encourages a shared vision for instructional improvement and actively engages teachers and staff in decision-making processes. This aligns with the evidence given by HoS E who mentioned that; clear and effective decision-making must involve many stakeholders within the school.…”

Section: Free Participation In Different Issues Of the School Staff M...supporting

confidence: 84%

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

Amos

2024

BJE

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This study aims to provide an in-depth understanding of strategies for enhancing the implementation of instructional leadership practices for collective decision-making in Public Secondary Schools in Morogoro Municipality. This study adopted the Distributed Transformational leadership theories propounded by James Spillane and Bernard Bass. The study adopted a convergent research design under a mixed research approach. Probability and non-probability sampling techniques were employed to sample respondents in this study. The study collected data from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using an interview guide and questionnaire. The study found that instructional leadership encompasses the actions and strategies undertaken by school leaders to promote effective teaching practices, curriculum development, and student achievement. Nevertheless, the study also found that instructional leadership is a critical factor influencing teaching quality and student achievement. There is limited understanding of how these practices manifest and interact with collective decision-making structures within school settings. The hypothesis test indicated no significant relationship between instructional leadership practices and collective decision-making in public secondary schools. This study concluded that school administrators should work on improving instructional leadership practices to enhance collective decision-making. The study also resolved that instructional leadership and collective decision-making jointly create an effective collaborative school environment that focuses on improving teaching and learning outcomes for all students. Therefore, the study recommended Ministry of Education to organize capacity-building programs for HoSs focusing on instructional leadership skills and effective decision-making.

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Section: Free Participation In Different Issues Of the School Staff M...supporting

confidence: 84%

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

Amos

2024

BJE

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Teachers’ opinion and experiences of the application of instructional leadership: evidence from history teachers

Musandu,

Jita,

Bada

2023

International Journal of Leadership in Education

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While there is overwhelming evidence regarding the impact of instructional leadership on student learning and outcomes (Leithwood et al., 2014;Mendels, 2012), there is far less knowledge and little systematic research on how teachers respond to the practice of instructional leadership (Bellibas, 2014;Isaiah & Isaiah, 2014). This study arises out of the concerns that instructional leadership has not received sustained attention from educational researchers in Zimbabwe. Much of the research work in Zimbabwe has tended to focus on separate aspects of leadership without looking particularly at the phenomenon of instructional leadership per se. This is evidenced by recent studies on leadership conducted by Mapolisa and Tshabalala, (2013); Samkange, (2013); Sibanda and Mutopa, (2011) and Zikhali and Perumal, (2014). The idea of teachers' perceptions and experiences of instructional leadership remains largely unexplored (Bellibas 2014).Therefore, little is known about how teachers perceive and experience instructional leadership.The study drew on the mixed-methods research inquiry with the explanatory sequential design as the guiding framework. The researcher collected quantitative and qualitative data sequentially. Three data gathering instruments namely, the questionnaire, the focus group discussion and observation were used to tap History teachers' perceptions and experiences of the central phenomenon.Overall, the key findings of the study reveal that the majority of the teachers perceive instructional leadership as of great benefit as it enhances school effectiveness and improves student attainment. As such, the school head should provide leadership aimed at improving teaching and learning. The school head should share this type of leadership with other formal school leaders such as the deputy head, senior master/senior lady and heads of department. The idea of taking informal leaders on board also enjoys widespread support. However, results on the ground showed that informal leaders are not recognised in the Zimbabwean school system. The study has established that contrary to the popular position in instructional leadership literature, the vi majority of the respondents are of the perception that the school head should concentrate more on administration and managerial roles.History teachers prefer to be supervised by school leaders who share the same area of specialisation with them and who possess formal training in the area of school leadership. However, these expectations by the teachers are not met by the reality on the ground as History teachers are at times supervised by leaders who are the opposite of what they expect.The majority of teachers support the idea of a school having a vision on student learning and mission statement created by the school head in consultation with other staff members. Teachers expect formal and informal channels of communication to be utilised in communicating the school vision, mission statement and goals. However, available evidence showed that only formal channels of communicat...

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Teacher Quality Through the Lens of Hiring Routines: Dualistic Preferences, Oxymoronic Conditions and Pragmatic Solutions

Andersson

2024

Leadership and Policy in Schools

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Expanding Instructional Leadership: How Elementary School Principals in Israel Ensure the Right Teachers are in the Right Places

Cited by 5 publications

References 37 publications

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

A Comparative Study of Instructional Leadership Practices and Collective Decision Making in Public Secondary Schools in Morogoro Municipal, Tanzania

Teachers’ opinion and experiences of the application of instructional leadership: evidence from history teachers

Teacher Quality Through the Lens of Hiring Routines: Dualistic Preferences, Oxymoronic Conditions and Pragmatic Solutions

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